Study of the Role of Indigenous Storytelling in Early Literacy Development Among Children in Borno State

Indigenous storytelling traditions in Borno State carry narrative structures, linguistic richness, and moral content that can support early literacy development when integrated into early childhood education, and examining this potential addresses both cultural preservation and educational development objectives. This study examined the role of indigenous Kanuri and Hausa storytelling in early literacy development among children in Maiduguri Metropolitan Council and Bama Local Government Areas, Borno State, North East Nigeria. A quasi-experimental design compared literacy indicator scores between 120 children attending early childhood education centres with structured storytelling sessions and 120 children in conventional literacy-focused programmes. Storytelling sessions incorporated traditional tale structures in Kanuri and Hausa languages. Results showed significantly higher narrative comprehension and vocabulary scores in storytelling group children after three months (p < 0.001). ECD teachers reported that storytelling sessions generated higher engagement than printed text activities. Children from Internally Displaced Persons camps showed the largest literacy gains from storytelling, suggesting particular benefit for trauma-affected populations. Challenges included teacher confidence in storytelling performance and limited written resources. The study concludes that indigenous storytelling is a valuable early literacy development tool in Borno State. Recommendations include a state storytelling curriculum for ECD centres, training ECD teachers in storytelling facilitation, and documentation of Kanuri and Hausa oral literature for educational use. Keywords: indigenous storytelling, early literacy, Borno State, early childhood education, oral literature